Gender-Related Disparities in Sport, Physical Activity, and Physical Activity Lessons in Minnesota From 2016 to 2019

Purpose: To leverage multi-year panel data to determine statewide trends of participation in team sports, physical activity (PA) lessons, and overall PA among transgender and gender diverse (TGD) adolescents in 2016 and 2019. Methods: Frequencies and percentages for TGD adolescents' team sport and PA lesson involvement, as well as mean number of days of ≥ 60 minutes of PA in the previous week, were compared in 2016 and 2019 to cisgender youth. Results: In both years, cisgender students were about twice as likely to participate in sports and engaged in an average of one additional full day per week of PA for ≥ 60 minutes. Students unsure of their gender identity participated slightly more than those identifying as transgender, genderqueer, genderfluid, or nonbinary. Discussion: We extend previous literature by demonstrating how gender-related participation gaps existed for Minnesotan high school students in 2016 and persisted into 2019, and we added distinctions for identities within the TGD umbrella (e.g., unsure).